Daily Progress Report Adapted from Crone, Horner & Hawken (2003) Daily Progress Report

Transcription

1 Name: Intervention Code: Daily Progress Report Adapted from Crone, Horner & Hawken (2003) Date: Points Possible: Points Received: % of Points: Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS: Goal Achieved? Y N Teacher Comments: Parent Signature(s) and Comments: Name: Intervention Code: Daily Progress Report Adapted from Crone, Horner & Hawken (2003) Date: Points Possible: Points Received: % of Points: Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS: Goal Achieved? Y N Teacher Comments: Parent Signature(s) and Comments:

2 Teacher Nomination Form School: Teacher: Grade(s): Type of Class (e.g., regular ed., reading): Date: The first step is to identify all students in your class or across your day who are of concern to you on two categories of inappropriate behavior: externalizing and internalizing behaviors. If you are a middle school, high school, specials, or any other type of teacher who interacts with hundreds of students throughout the day, you will identify the top students across your day rather than by class or period. Externalizing behaviors are those behaviors that are displayed outwardly by the child towards an external social event in the environment. Externalizing behaviors typically occur too often or too much. Examples include aggression towards people, animals, or things; arguing; defiance; out of seat; calling out; tantrums; non-compliance; hyperactivity; stealing; and not following directions. Internalizing behaviors are those behaviors that are displayed inwardly towards the self. Internalizing behaviors typically are self-imposed, do not occur frequently enough, and appear to allow the student to avoid social events. Examples include not interacting with other people, overly shy or timid, withdrawing or avoiding social situations, fearful; and not standing up for one s self. Examples of externalizing behaviors: Examples of internalizing behaviors: Aggression to others or things Exhibits sadness or depression Hyperactivity Sleeps a lot Non-compliance Is teased or bullied by peers Disruptive Does not participate in games Arguing Very shy or timid Defiance Acts fearful Stealing Does not stand up for self Not following directions Self-injury (cutting self, head banging) Calling out Withdrawn

3 (To get started, please turn the page over)step 1) Using student initials, list at least 5 students and no more than 10 students in your class or throughout your day who exhibit externalizing or internalizing behaviors. You do not have to list them in order. ***If you are a middle school, high school, specials, or any other type of teacher who interacts with hundreds of students throughout the day, please think about all of the students that you teach and identify the top 10 students of concern across your day. It is important that you list the grade or period of the student so that it is clear which student you are talking about. Student Initials Grade/Period I or E (Step 2) Student Initials Grade/Period I or E (Step 2) Step 2) Go back to your list generated above and write an E next to students who exhibit externalizing behaviors and an I next to students who exhibit internalizing behaviors. Step 3) Using your list generated above, rank no more than your top three externalizing students and your top three internalizing students below. Please use student initials. Check YES if you have personally taught the expectations to the student. taught is defined as: Having discussed each school-wide expectation one-on-one with the student, after which the student demonstrates an understanding of each of the concepts. Check YES if you have personally given a School-wide PBS reward to the student. Academic Taught Given Externalizing Concerns Expectations SW Reward 1. Yes Yes Yes 2. Yes Yes Yes 3. Yes Yes Yes Academic Taught Given Internalizing Concerns Expectations SW Reward 4. Yes Yes Yes 5. Yes Yes Yes 6. Yes Yes Yes Step 4) Meet with your grade level team to complete the Team Nomination form.

4 Grade-Level TEAM Nomination Form This form should be filled out AFTER each of the teachers on your team has filled out the Teacher Nomination Form individually. School: Grade: Date: Teachers: Part 1: Team Nomination As your grade-level team sits down together, each teacher should have already identified their top three Externalizing students, and their top three Internalizing students. These students should be listed in rank order on each teacher s Teacher Nomination Form. Now as a team, you should review each other s nominations, and decide on a total of three Externalizing students and three Internalizing students that your team will recommend for extra support. List these students in rank order on the back of this form (the first student listed in each category should represent the student with the most need). If an individual teacher feels that a particular student has a significant need for extra support, but this student was not nominated by the team, each teacher has the option of requesting an Achenbach TRF (the green form) for that student. After filling out the Achenbach TRF for the student, your school-wide team will meet to discuss the student s data and determine whether the student can be included in Tier 2 services. As a reminder, Externalizing behaviors are those behaviors that are displayed outwardly by the child towards an external social event in the environment. Internalizing behaviors are those behaviors that are displayed inwardly towards the self. Examples of externalizing behaviors: Examples of internalizing behaviors: Aggression to others or things Exhibits sadness or depression Hyperactivity Sleeps a lot Non-compliance Is teased or bullied by peers Disruptive Does not participate in games Arguing Very shy or timid Defiance Acts fearful Stealing Does not stand up for self Not following directions Self-injury (cutting self, head banging) Calling out Withdrawn

5 Part 2: Target Behavior Work with your team to identify one target behavior for each student the team has nominated. Each target behavior can be thought of as a goal for that student. Be specific about the actions you would like to see, and try to choose a target behavior that will address the concerns your team has for that student. Some examples of common target behaviors are listed below: Speaks respectfully Completes assignments by due dates Expresses emotions through appropriate outlets (writing, art, sports, etc ) Stays in assigned area Initiates conversations with peers Follows adult directions without additional prompting (To get started, please turn the page over)

6 TEAM NOMINATION 1) List the top 3 Externalizing and Internalizing students your team wishes to nominate. Then, for each student: 2) Circle Y if any of the teachers on your team have academic concerns for that student. 3) Write in the number of teachers on your team who have personally taught the school-wide expectations to that student. ( taught is defined as: Having discussed each school-wide expectation one-on-one with the student, after which the student demonstrates an understanding of each of the concepts.) 4) Write in the number of teachers on your team who has personally given a school-wide reward to that student. 5) Write in a proposed target behavior for each student. Externalizing Academic Concerns Taught Expectations Given SW Reward Proposed Target Behavior 1. Y / N 2. Y / N 3. Y / N Internalizing Academic Concerns Taught Expectations Given SW Reward Proposed Target Behavior 1. Y / N 2. Y / N 3. Y / N Please return this form to: by:

7 Student Identification Summary Worksheet Student Name Teacher Nomination Form *I/E Student Ranking (1,2,3) Has student been taught SW Expectations (Yes/No) Has student accessed SW Reward System (Yes/No) # of ODR Types of Problem Behaviors on ODRs Targeted Group(s) Selected Goal Progress Monitoring Date Don Kincaid I 2 No Yes 8 Defiance, Tardy BEP Increase being ontime, Comply with adult direction 5/1/07 * I=Internalizing, E=Externalizing